CWSEI Workshop 2 Interventions. Goals of workshop 1. Articulate your own reasons for (or against) using clickers/in class exercises in YOUR class. 2.

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Presentation transcript:

CWSEI Workshop 2 Interventions

Goals of workshop 1. Articulate your own reasons for (or against) using clickers/in class exercises in YOUR class. 2. Write a thought-provoking clicker question about something you consider important. 3. Edit and improve your clicker question 4. Respond to class answers (histograms) in real time. 5. Design in class exercises

Where we are Stage 1- Measuring status Quo (refining goals) Reduced material increased real world examples Stage 2- Making changes (interventions) Measuring changes

Interventions Aligned assessments Formative Clickers In class exercises Summative

What is the point in doing the interventions in your class?

Hopefully some of your list will be reflected in our measurements PRE/POST test to measure learning Attitude survey In class observations

Students like clickers

Improved learning

Clicker Qs tips One concept at a time- but multiple facts Don’t make questions easy Distracters should be common misconceptions Higher level of Bloom’s Avoid double negatives Avoid cute distracters All distracters in same format

Early type main sequence stars are: A) red and small B) big and blue C) yellow and hot D) green and cold E) black Compared to late type main sequence stars early type stars are: A) redder and bigger B) redder and smaller C) bluer and bigger D) bluer and smaller Why is the new question better ?

1.Factual Knowledge: remember and recall factual information 2.Comprehension: demonstrate understanding of ideas, concepts 3.Application: apply comprehension to unfamiliar situations 4.Analysis: break down concepts into parts 5.Synthesis: transform, combine ideas to create something new 6.Evaluation: think critically about and defend a position Define, List, State, Label, Name, Describe Describe, Explain, Summarize, Interpret, Illustrate Apply, Demonstrate, Use, Compute, Solve, Predict, Construct, Modify Compare, Contrast, Categorize, Distinguish, Identify, Infer Develop, Create, Propose, Formulate, Design, Invent Judge, Appraise, Recommend, Justify, Defend, Criticize, Evaluate Higher level: Require deeper conceptual understanding Help with writing questions Bloom's Taxonomy of Learning – with verbs

Your clicker Q Give your clicker Q to your neighbour to solve, 1 minute to decide on an answer ? 1 minute to discuss the answers (not rephrase the question) 1 minute to predict the student responses as a histogram of number of students per answer?

What type of histogram of responses do you want ? A B C D

Practice responding to the histogram A B C D

Can we improve your clicker Q ? Are the distracters common misconceptions ? Could a picture or a graph be used ? Are al the multiple choice tips used ? Is the concept and important high level goal?

Watch and discuss a CWSEI video Video how to use clickers effectively video

Break

Group work video

In class exercises Rational is the same as clickers but possible to do more, and they are easier to write ! In addition to Clickers Concept Map- describe, relate, explain T chart- discuss Tables- Compare and contrast 5 minute paper- draw- scenario- design experiment

Lets practice a concept map Create a concept map using these nouns, choose verbs to connect the nouns ? Formative assessment, discussion, feedback, instructor, students, summative assessment, wrong answer, better answer.

Discuss- T chart What are the Pros and Cons or clickers versus in class exercises

Compare and contrast- Table Organise characteristics of three different things- compare and contrast the characteristics of concept maps, T charts, and comparison tables Characteristic a) Characteristic b) Characteristic c) Concept mapT chartComparison table Create scenario

5 min paper Design, Create, synthesize, analyse. Create a scenario where you are trying one of these new teaching techniques in your lass room and it all starts going horribly wrong- what would you do to manage this?

Feedback from In class Exercises Hand in with names on Discuss in class Grade incentives....participation marks ?

Recap- Explain to students why we are doing interventions Tell them data shows increased learning Improve engagement -learning and attitude Through Practice through testing Student-student interaction Lecturer-student feedback Student- lecturer feedback Re watch the videos